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Constructing Identity Between the Myths of Black Inferiority and a Post-Racial America

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Constructing Identity Between the Myths of Black Inferiority and a Post-Racial America Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Fall 2012 Through Smoke and Mirrors: Constructing Identity between the Myths of Black Inferiority and a Post-Racial America Gwyneira Yvette Dixon Ledford Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Part of the African American Studies Commons, and the Curriculum and Social Inquiry Commons Recommended Citation Ledford, Gwyneira Yvette Dixon, "Through Smoke and Mirrors: Constructing Identity between the Myths of Black Inferiority and a Post-Racial America" (2012). Electronic Theses and Dissertations. 66. https://digitalcommons.georgiasouthern.edu/etd/66 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. THROUGH SMOKE AND MIRRORS: CONSTRUCTING IDENTITY BETWEEN THE MYTHS OF BLACK INFERIORITY AND A POST-RACIAL AMERICA by GWYNEIRA YVETTE DIXON LEDFORD (Under the Direction of Daniel Chapman) ABSTRACT This dissertation is an inquiry into my life. It is an exploration of my lived experience as an African American female negotiating through traditions in Southern culture and societal pressures to create a positive identity. Using autobiographical narrative (Connelly, He, & Phillion, 2008, Pinar, 2008) as a methodology and Black Feminist Thought (Collins, 2000), double consciousness (DuBois, 1903), and the Nigrescence Theory of black identity development (Cross, 1991) as the theoretical framework, I examine my experiences from childhood to adulthood. Through these narrations, I note paradigm shifts in my thinking that identify the psychological struggles between feeling racially inferior and comfortable with my race. To protect individuals who may be inaccurately perceived, I fictionalize the setting and characters while remaining faithful to each character’s persona and the nature of the events. Although there are other autobiographical works of research literature that explore the societal influences of one’s racial identity, few texts explore the aspects of race, gender, and class from the rural perspective of an African American female educator. My dissertation contributes to the field of curriculum studies in several ways. It explores the internalized color- based hierarchy that occurs within African American culture as well as American society and illustrates how it impacts various aspects of our lives. It also explores the ways that race interacts with gender, class, and religion creating a more complex distinction between those who are perceived as inferior and/or superior. Additionally, it challenges teachers, administrators, parents, and all others who educate to reflect upon their personal values and beliefs and critically examine the external factors that help to create them. The invisibility of white supremacy and the psychological effects of racism are often undetected, ignored, or ineffectively addressed. Considering our country’s tumultuous racial past, many people believe that current Civil Rights legislation along with the election of black president signify a post-racial America. Racism and racial discrimination continue to negatively impact people of color, and our unawareness of such issues increases the power of white supremacy. Thus, it perpetuates the mis-education that we receive in our homes, schools, and through various messages in our daily lives. To address the problem of white supremacy and the internalization of racial inferiority/superiority, we must be willing to critically examine our society and the individual lives that dwell within it. This work is a model of such efforts. INDEX WORDS: Narrative inquiry, Autobiography, Identity, Race, Place, Culture, Gender, Nigrescence Theory, Black Feminist Thought, Double Consciousness THROUGH SMOKE AND MIRRORS: CONSTRUCTING IDENTITY BETWEEN THE MYTHS OF BLACK INFERIORITY AND A POST-RACIAL AMERICA by GWYNEIRA YVETTE DIXON LEDFORD B.A., Georgia Southern University, 2002 M.Ed., Georgia Southern University, 2005 A Dissertation Submitted to the Graduate Faculty of Georgia Southern University in Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION STATESBORO, GA 2012 © 2012 GWYNEIRA YVETTE DIXON LEDFORD All Rights Reserved THROUGH SMOKE AND MIRRORS: CONSTRUCTING IDENTITY BETWEEN THE MYTHS OF BLACK INFERIORITY AND A POST-RACIAL AMERICA by GWYNEIRA YVETTE DIXON LEDFORD Major Professor: Daniel E. Chapman Committee: Ming Fang He Sabrina Ross Leila Villaverde Electronic Version Approved: December 2012 DEDICATION Life’s challenges are often overcome when we are surrounded by love and encouragement. This work is dedicated to my parents—Charlie and Gwendolyn Dixon, two people who have provided me with these my entire life. In appreciation for supporting me and sacrificing our precious time together, I dedicate this work to my husband—Daniel Ledford. For teaching me the importance of making your time on Earth meaningful, I dedicate this work to my late son—Asher Ledford. Additionally, these words are for my son—Timothy Ledford—so that he might learn to look beyond superficial expectations, ignore negative voices, and pursue the greatness that lies within him. ACKNOWLEDGEMENTS First, I would like to thank Dr. Daniel E. Chapman. If it weren’t for you, I would have never found my voice in the world of curriculum studies. It was you that made me feel like my words were meaningful and had value. You pushed me beyond a level of comfort so that I would create great work, and you kept me focused on my purpose of educating others as well as continuing to educate myself. Thank you for believing in me when I wanted to give up. Thank you for helping me to become a true scholar. I would also like to thank my committee members—Dr. Ming Fang He, Dr. Sabrina Ross, and Dr. Leila Villaverde. Dr. He, you have made me feel like a valuable person ever since the day I met you. The love and compassion that you show your students makes people like me feel confident. I will always remember that it was you who encouraged me to pursue a doctorate degree in curriculum studies. You were there in the beginning and have been through this entire journey. Dr. Ross, you have been like an auntie in the background of this process. You were always there to give me sensible advice concerning the balance of my work and family. Thank you for your insight and helping me understand the complexities of writing truth without compromising myself. Dr. Villaverde, thank you for getting involved in this project after it had already begun. Your reading suggestions were instrumental in my thought processes during the writing of this work. Thank you for encouraging me to make meaning of my experience. To my sister Brittany, Aunt Lillie, and the rest of the “Crawford Family,” thank you for reassuring me during this process. Your phone calls, letters, and prayers were just what I needed to help me maintain focus, confidence, and sanity. I would like to thank Elke Flakes. If it were not for the sincere love you have for Timothy, I would have never finished school. Knowing that my child was being cared for by someone who was like family allowed me to ease my mind and focus on this work. I would also like to thank my husband for saying “of course, you can do it” when I pondered the idea of a pursuing a doctorate degree. Finally, I would like to acknowledge my own efforts in creating this work. Being a mother, wife, friend, both educator and student made this research an extremely difficult task. I jumped every hurdle and got up every time I fell. With every ounce of strength I had, I pressed on to the finish line. Now I can proudly say, “This is my magnum opus, the greatest work I have ever written.” TABLE OF CONTENTS ACKNOWLEDGEMENTS ………………………………………………………………7 CHAPTER 1 FEELING INFERIOR ………………………………..…………………11 Traumatic Roots ………………………………………...…………….…14 Methodology: Autobiographical Narrative………………………………21 Theoretical Frameworks…………………………………………………36 Significance of the Study ………………………………………………..48 Chapter Outline………………………………………………………..…57 2 MIRROR, MIRROR ON THE WALL: SKIN COMPLEXION, HAIR TEXTURE, AND THE AMERICAN STANDARD OF BEAUTY…….65 Black Is Beautiful?………………………………….................…67 The Politics of Hair ………………………………………...……83 The Sacrifice: Pain is Beauty …………………………………....90 3 THE OTHER MIRROR: REFLECTING MEDIA’S CONTROLLING IMAGES ……………………………………..………………………...102 Black People …………………………………………………...103 Series of Unfortunate Events ………………………………..…113 Know Your Role………………………………………………..119 4 LOOKING OVER JORDAN…………………………………………...125 Separate But Equal ……………………………………………..127 The Way …………………………………………………….….140 Jesus in Black and White. ……………………………………...156 5 BROKEN MIRRORS: BAD “LUCK” IN AN INTERRACIAL MARRIAGE................………………………………………………...160 Erased ………………………………………………………….160 Fighting Words ………………………………………………...171 The Storm ………………………………………………………175 Just Like the N-Word ……………………………………….….191 6 MADE IN OUR IMAGE: THE STRUGGLES OF RAISING A BIRACIAL CHILD……………….........................................................203 The Big Question ………………………………………………204 The Eye of the Beholder ……………………………………….220 The Other Side of Colorism ……………………………………227 Racial Relapse…………………………………………………..234 7 REFLECTIONS
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